Here's an abc poem that helps transition from Building and Understanding Our Community (environmental print).
I write this poem out on sentence strips and use it for shared reading. I write all the letters in D'Nealian font in one color and all the sentences in a contrasting color.
I Can Shop abc Poem
by Sarah Rivera
(can be sung to the tune of the abc song)
a-b-c-d-e-f-g
I can shop at H-E-B. (Use the logo off a bag; glue onto a sentence strip or paper.)
h-i-j-k-l-m-n
I can buy some m&m's (Use an actual m&m's wrapper.)
o-p-q, r-s-t
But Cheerios are more healthy. (Use the Cheerios logo off a cereal box.)
u-v-w, x-y-z
That's what my mom said to me!
Shared Reading experiences using the I Can Shop abc Poem:
Day 1: Read the poem. Focus on reading environmental print. Bring in or ask students to bring in examples of environmental print. Extension: place them on the word wall.
Day 2: Read the poem. Play "name that letter"! Randomly point to abc letters and ask students to name them collectively. It might get a little loud. Remind them of inside voices.
Day 3: Read the poem. Talk about "slow, whoa, and go" foods. Focus on what kind of food m&m's are (whoa) and brainstorm why they are not that good for you. (Too much sugar, fat, calories=rotten teeth, unhealthy heart & blood, overweight problems, etc.) Extension: Time permitting, make a list of "whoa" foods.
Day 4: Read the poem. Continue talking about "slow, whoa, and go" foods. This time focus on "go" foods. Make a list together.
Day 5: Read the poem. Play "name that letter" and/or "name that sight word" (I, can, my, mom, to, me). Finish with naming the letters in the logos H-E-B, m&m's, and Cheerios.
Ideas for Independent Student Projects:
1. Read The Cheerios Counting Book. Create a template with numbers 0-10. Ask students to glue the correct number of Cheerios in the space provided.
2. Read a book on nutrition. Collect grocery ads (enough for each child to have their own). Ask students to cut out pictures of "whoa" and "go" foods to sort and glue on a prepared T-template labeled: "whoa foods" on one side an "go foods" on the other. Keep the grocery ads for another day.
3. Have students create their name using letters found in the grocery ads. If a child needs more support, provide a name sample for him/her to use as a guide.
4. Buy a box of colorful cereal, like Trix or Froot Loops. Ask students to either sanitize or wash their hands first. Serve some cereal to each child on a clean paper or napkin. Have students sort, count, compare groups, and then enjoy a cereal snack!
5. Writing prompt: I can exercise by... Ask students to draw pictures/write about active things they do that helps keep them healthy: running, riding a bike, swimming, playing chase, climbing the monkey bars, playing on the playscape, playing sports, etc.
FOOD AND NUTRITION ideas from Lakeshore
Music/Poetry
(Tune: Twinkle, Twinkle Little Star)
Fruits and veggies, beans and meat,
milk and grains are good to eat.
Eat from each group every day.
Don't forget to run and play! Fruits and veggies, beans and meat, milk and grains are good to eat.
Literacy/Writing Read, Eating the Alphabet by Lois Ehlert. Follow up with a shared writing experience that can be extended throughout several days. Write, "A is for apple. B is for banana. C is for carrot." etc.
Science Using a food pyramid, explain that grains give us energy to play and learn; veggies and fruits provide vitamins for healthy eyes, skin, hair and more; meats and beans give us protein for muscles; and milk products provide calcium for healthy bones. Place the food pyramid in the house center. Challenge the children to serve themselves one item per food group to represent a healthy meal.
Math Sort play food. Measure the lengths of foods using nonstandard units of measurement. Use a balance scale to compare the weight of real fruits and vegetables. Create class graphs: What is your favorite fruit? What is your favorite vegetable?
Other Books recommended by Scholastic: Gregory, the Terrible Eater by Mitchell Sharmat Growing Vegetable Soup b Lois Ehlert Lunch by Denise Fleming Pancakes for Breakfast by Tomie dePaola The Race Against Junk Food by Anthony Buono Pete's a Pizza by William Steig The Very Hungry Caterpillar by Eric Carle We're Making Breakfast for Mother by Shirley Neitzel
DENTAL HEALTH
Poem Brush Your Teeth
Oh, every single morning (draw a picture of the sun rising)
and every single night (night picture)
I brush my teeth clean- (draw a toothbrush underneath word "brush" and a mouth showing teeth under word "teeth")
so shiny and bright! (add glitter or clear nail polish to the word shiny)
I look into the mirror (draw a mirror)
and smile with ease (draw a smiley face)
I say, "Look mom! No cavities!" (draw a tooth with a hole in it, circle it, and mark it off-like "No smoking" sign)
Shared Reading experiences using the Brush Your Teeth: Day 1: Read the poem. Focus on comprehension and vocabulary development. How many times a day is the author of the poem asking us to brush our teeth? Why should we? What does "smile with ease" mean? What is a cavity?
Day 2: Read the poem. Practice blending onsets and rimes with picture support. Tell the students you will be saying a sound followed by a sound chunk. When put together it will be a picture from the poem. Use your right hand out, palm facing up to represent the first onset /t/ and the left hand out, palm facing up to represent the rime /eeth/. Bring your hands together to represent blending. Ask, "What word am I trying to say? Response: teeth. Continue the same motions with other one-syllable words. Words I used include: s-un, m-oon, d-ay, n-ight, f-ace, and m-outh. To make it a little easier if they are not getting it initially, try two syllable words like m-irror and m-orning.
Day 3: Read the poem. Practice producing rhyming words. Pick a word from the poem. Ask students to raise their hand and tell you a word that rhymes with the given word. Words I used include: sky, night, day, star, look, and no.
Day 4: Read the poem. Pass out one play food item per child from the house/home living center. Sort into two groups: healthy/not healthy. They can be placed in baskets or boxes with those labels or simply put on the floor in a designated space.
Day 5: Read the poem. Play "name that letter and sound!" Tell students that the next time they are tested they will be asked to produce the sound of the letter by themselves. Randomly point to letters requesting the letter name and sound.
Health and Nutrition
Here's an abc poem that helps transition from Building and Understanding Our Community (environmental print).
I write this poem out on sentence strips and use it for shared reading. I write all the letters in D'Nealian font in one color and all the sentences in a contrasting color.
I Can Shop abc Poem
by Sarah Rivera
(can be sung to the tune of the abc song)
a-b-c-d-e-f-g
I can shop at H-E-B. (Use the logo off a bag; glue onto a sentence strip or paper.)
h-i-j-k-l-m-n
I can buy some m&m's (Use an actual m&m's wrapper.)
o-p-q, r-s-t
But Cheerios are more healthy. (Use the Cheerios logo off a cereal box.)
u-v-w, x-y-z
That's what my mom said to me!
Shared Reading experiences using the I Can Shop abc Poem:
Day 1: Read the poem. Focus on reading environmental print. Bring in or ask students to bring in examples of environmental print. Extension: place them on the word wall.
Day 2: Read the poem. Play "name that letter"! Randomly point to abc letters and ask students to name them collectively. It might get a little loud. Remind them of inside voices.
Day 3: Read the poem. Talk about "slow, whoa, and go" foods. Focus on what kind of food m&m's are (whoa) and brainstorm why they are not that good for you. (Too much sugar, fat, calories=rotten teeth, unhealthy heart & blood, overweight problems, etc.) Extension: Time permitting, make a list of "whoa" foods.
Day 4: Read the poem. Continue talking about "slow, whoa, and go" foods. This time focus on "go" foods. Make a list together.
Day 5: Read the poem. Play "name that letter" and/or "name that sight word" (I, can, my, mom, to, me). Finish with naming the letters in the logos H-E-B, m&m's, and Cheerios.
Ideas for Independent Student Projects:
1. Read The Cheerios Counting Book. Create a template with numbers 0-10. Ask students to glue the correct number of Cheerios in the space provided.
2. Read a book on nutrition. Collect grocery ads (enough for each child to have their own). Ask students to cut out pictures of "whoa" and "go" foods to sort and glue on a prepared T-template labeled: "whoa foods" on one side an "go foods" on the other. Keep the grocery ads for another day.
3. Have students create their name using letters found in the grocery ads. If a child needs more support, provide a name sample for him/her to use as a guide.
4. Buy a box of colorful cereal, like Trix or Froot Loops. Ask students to either sanitize or wash their hands first. Serve some cereal to each child on a clean paper or napkin. Have students sort, count, compare groups, and then enjoy a cereal snack!
5. Writing prompt: I can exercise by... Ask students to draw pictures/write about active things they do that helps keep them healthy: running, riding a bike, swimming, playing chase, climbing the monkey bars, playing on the playscape, playing sports, etc.
FOOD AND NUTRITION ideas from Lakeshore
Music/Poetry
(Tune: Twinkle, Twinkle Little Star)
Fruits and veggies, beans and meat,
milk and grains are good to eat.
Eat from each group every day.
Don't forget to run and play!
Fruits and veggies, beans and meat,
milk and grains are good to eat.
Literacy/Writing
Read, Eating the Alphabet by Lois Ehlert. Follow up with a shared writing experience that can be extended throughout several days. Write, "A is for apple. B is for banana. C is for carrot." etc.
Science
Using a food pyramid, explain that grains give us energy to play and learn; veggies and fruits provide vitamins for healthy eyes, skin, hair and more; meats and beans give us protein for muscles; and milk products provide calcium for healthy bones. Place the food pyramid in the house center. Challenge the children to serve themselves one item per food group to represent a healthy meal.
Math
Sort play food. Measure the lengths of foods using nonstandard units of measurement. Use a balance scale to compare the weight of real fruits and vegetables. Create class graphs: What is your favorite fruit? What is your favorite vegetable?
Other Books recommended by Scholastic:
Gregory, the Terrible Eater by Mitchell Sharmat
Growing Vegetable Soup b Lois Ehlert
Lunch by Denise Fleming
Pancakes for Breakfast by Tomie dePaola
The Race Against Junk Food by Anthony Buono
Pete's a Pizza by William Steig
The Very Hungry Caterpillar by Eric Carle
We're Making Breakfast for Mother by Shirley Neitzel
DENTAL HEALTH
Poem
Brush Your Teeth
Oh, every single morning (draw a picture of the sun rising)
and every single night (night picture)
I brush my teeth clean- (draw a toothbrush underneath word "brush" and a mouth showing teeth under word "teeth")
so shiny and bright! (add glitter or clear nail polish to the word shiny)
I look into the mirror (draw a mirror)
and smile with ease (draw a smiley face)
I say, "Look mom! No cavities!" (draw a tooth with a hole in it, circle it, and mark it off-like "No smoking" sign)
Shared Reading experiences using the Brush Your Teeth:
Day 1: Read the poem. Focus on comprehension and vocabulary development. How many times a day is the author of the poem asking us to brush our teeth? Why should we? What does "smile with ease" mean? What is a cavity?
Day 2: Read the poem. Practice blending onsets and rimes with picture support. Tell the students you will be saying a sound followed by a sound chunk. When put together it will be a picture from the poem. Use your right hand out, palm facing up to represent the first onset /t/ and the left hand out, palm facing up to represent the rime /eeth/. Bring your hands together to represent blending. Ask, "What word am I trying to say? Response: teeth. Continue the same motions with other one-syllable words. Words I used include: s-un, m-oon, d-ay, n-ight, f-ace, and m-outh. To make it a little easier if they are not getting it initially, try two syllable words like m-irror and m-orning.
Day 3: Read the poem. Practice producing rhyming words. Pick a word from the poem. Ask students to raise their hand and tell you a word that rhymes with the given word. Words I used include: sky, night, day, star, look, and no.
Day 4: Read the poem. Pass out one play food item per child from the house/home living center. Sort into two groups: healthy/not healthy. They can be placed in baskets or boxes with those labels or simply put on the floor in a designated space.
Day 5: Read the poem. Play "name that letter and sound!" Tell students that the next time they are tested they will be asked to produce the sound of the letter by themselves. Randomly point to letters requesting the letter name and sound.